Teaching Online Course Program – Curriculum

INTRODUCTION

Teaching Online is a program of six online modules designed to help teachers explore the differences between face-to-face and online teaching, the basics of online course pedagogy and develop the skills necessary to create effective online training. It provides a solid practical basis from which teachers can apply proven online pedagogical frameworks to supplement their existing activities. The program also includes a dedicated student course for use with either online learners or to gain insight into online learner characteristics, challenges and study strategies. This program is suitable for all teachers since it will improve their digital literacy, ranging from an introductory module right through to a dedicated module on using technology tools for teaching online.

ABOUT THE COURSE

Structure:

  • Time duration: 14 hours 30 minute online program in 8 weeks i.e. at most 2 hours per week.
  • Comprised of six modules:
  • Module 1: Introduction to teaching online
  • Module 2: Mastering online pedagogy
  • Module 3: Designing and developing your online course
  • Module 4: Being a successful online teacher
  • Module 5: Using technology tools for teaching online
  • Module 6: Studying online: A guide for students

Who is eligible?

  • All teachers who will be delivering their respective subject matters online.
  • All other teachers and administrative staffs seeking to make the transition to online teaching, including:
  • Graduate Teaching Assistants
  • Part-timers and Volunteers
  • Learning Technologists
  • Guest Teachers
Objectives / Goals
  • Create courses that wow learners with their interactivity and potent learning experiences.
  • Reliably build online learning experiences that students love
  •  Forge online connections to build the teacher-learner relationship as well as a peer community of practice.
  • Apply key principles of online teaching to create social, cognitive and teaching presence.
  • Avoid alienating or “turning off” your students to the completely online paradigm.
Approaches to Teaching and Learning
Approaches to Teaching Approaches to Learning
  • Through inquiry and concepts.
  • Developed in local and global contexts.
  • Focused on effective teamwork and collaboration.
  • Differentiated to meet the needs of all learners.
  • Informed by assessment.
  • Thinking Skills
  • Communication Skills.
  • Social Skills.
  • Self-Management Skills
  • Research Skills.
Strategies Debate, Individual Work, Group Work, Socratic Seminar, Pair Work, PowerPoint Lecture, Lecture, Inter-disciplinary Learning, and Peer Editing.

Attributes: Inquirers, Knowledgeable, Communicators, Open-Minded, Principled, Caring, Risk-Takers, Balanced, Thinkers, and Reflective.
Content Area Distance Teaching and Learning Level Teachers of all Grades
Course Name/Course Code Teaching Online / TO
Standard Level Expectations Level Code
TOS-A: Professional Responsibilities The online teacher demonstrates professional responsibilities in keeping with the best practices of online instruction. TOS-A
TOS-B: Digital Pedagogy The online teacher supports learning and facilitates presence (teacher, social, and learner) with digital pedagogy. TOS-B
TOS-C: Community Building The online teacher facilitates interactions and collaboration to build a supportive online community that fosters active learning. TOS-C
TOS-D: Learner Engagement The online teacher promotes learner success through interactions with learners and other stakeholders and by facilitating meaningful learner engagement in learning activities. TOS-D
TOS-E: Digital Citizenship The online teacher models, guides, and encourages legal, ethical, and safe behavior related to technology use. TOS-E
TOS-F: Diverse Instruction The online teacher personalizes instruction based on the learner’s diverse academic, social, and emotional needs. TOS-F
TOS-G: Assessment and Measurement The online teacher creates and/or implements assessments in online learning environments in ways that ensure the validity and reliability of the instruments and procedures. The teacher measures learner progress through assessments, projects, and assignments that meet standards-based learning goals, and evaluates learner understanding of how these assessments measure achievement of the learning objectives. (Note: In courses that are already created, teachers may not be able to create or include additional assessments.) TOS-G
TOS-H: Instructional Design The online teacher curates and creates instructional materials, tools, strategies, and resources to engage all learners and ensure achievement of academic goals. TOS-H
 

Brite Academy International 22nd Century Skills

                 Critical Thinking and Reasoning  :  Thinking Deeply, Thinking Differently

                 Information Literacy                      : Untangling the Web

                 Collaboration                                   : Working Together, Learning Together

                 Self-Direction                                   : Own Your Learning

                 Invention                                          : Creating Solutions

  
Module 1 Introduction to teaching online Length of Module 1 hour, 30 minutes – 2 hours
Syllabus
  • The impact of online learning in education.
  • An overview of Teaching Online.
  • Diagnostic test.
 Standards and Level Expectations Addressed in this module TOS-A: Professional Responsibilities.

– The online teacher demonstrates professional responsibilities in keeping with the best practices of online instruction.
Inquiry Questions (Engaging- Debatable): Setting boundaries is critical when managing students in the online classroom as well as controlling your own homework environment. Is online teaching difficult?

What is the biggest challenge in online teaching?
Reflection. Online learning does not have to be a pale imitation of “real” in-person learning. It is a completely new way of interacting with learners. What if instead of a boring, predictable series of discussion question posts and assignments, your online courses were a dynamic journey that surprises and engages learners? This training will give teachers the confidence to create meaningful online learning experiences. Teachers have the skills to teach; they will see how to transfer those skills to the online classroom and it is not about the technology.
Concepts Teaching and Technology
Module 2 Mastering online pedagogy Length of Module 2 hours, 30 minutes – 3 hours
Syllabus
  • The transition from face-to-face to online
  • How learning takes place in the online environment
  • The different roles of contributors to a successful learning experience
  • Understanding learner characteristics
  • The changing role of the instructor
  • Common pedagogical approaches (incl. PBL, assessment-based learning, outcomes-based learning)
  • Common pitfalls (e.g. high drop-out rates)
 Standards and Level Expectations Addressed in this module TOS-B: Digital Pedagogy.

– The online teacher supports learning and facilitates presence (teacher, social, and learner) with digital pedagogy.
Inquiry Questions (Engaging- Debatable): Setting boundaries is critical when managing students in the online classroom as well as controlling your own homework environment. Is online teaching difficult?

What is the biggest challenge in online teaching?
Reflection. Online learning does not have to be a pale imitation of “real” in-person learning. It is a completely new way of interacting with learners. What if instead of a boring, predictable series of discussion question posts and assignments, your online courses were a dynamic journey that surprises and engages learners? This training will give teachers the confidence to create meaningful online learning experiences. Teachers have the skills to teach; they will see how to transfer those skills to the online classroom and it is not about the technology.
Concepts Digital Pedagogy
Module 3 Designing and developing your online course Length of Module 3 hours
Syllabus
  • Instructional design for instructors: Key concepts
  • Course planning: Constructive alignment
  • Authoring an online course
  • From face-to-face course to online format
  • Selecting effective online content and open educational resources
  • Types of activities (e.g. synchronous vs. asynchronous)
  • Approaches and methods of online assessment
  • Common pitfalls and Mobile learning
 Standards and Level Expectations Addressed in this module TOS-H: Instructional Design.

– The online teacher curates and creates instructional materials, tools, strategies, and resources to engage all learners and ensure achievement of academic goals.
Inquiry Questions (Engaging- Debatable): Setting boundaries is critical when managing students in the online classroom as well as controlling your own homework environment. Is online teaching difficult?

What is the biggest challenge in online teaching?
Reflection. Online learning does not have to be a pale imitation of “real” in-person learning. It is a completely new way of interacting with learners. What if instead of a boring, predictable series of discussion question posts and assignments, your online courses were a dynamic journey that surprises and engages learners? This training will give teachers the confidence to create meaningful online learning experiences. Teachers have the skills to teach; they will see how to transfer those skills to the online classroom and it is not about the technology.
Concepts Content Development
Module 4 Being a successful online teacher Length of Module 2 hours, 30 minutes – 3 hours
Syllabus
  • Introduction to online teaching and the key roles of an instructor
  • The restrictions: What cannot be achieved?
  • The importance of teaching presence and active facilitation of learning
  • Building an effective learning community
  • Troubleshooting: Strategies for preventing, recognising and supporting learner difficulties
  • The use of learning analytics
  • Common pitfalls (e.g. replicate traditional learning)
 Standards and Level Expectations Addressed in this module TOS-C: Community Building.

TOS-D: Learner Engagement.

TOS-E: Digital Citizenship.

TOS-F: Diverse Instruction.
Inquiry Questions (Engaging- Debatable): Setting boundaries is critical when managing students in the online classroom as well as controlling your own homework environment. Is online teaching difficult?

What is the biggest challenge in online teaching?
Reflection. Online learning does not have to be a pale imitation of “real” in-person learning. It is a completely new way of interacting with learners. What if instead of a boring, predictable series of discussion question posts and assignments, your online courses were a dynamic journey that surprises and engages learners? This training will give teachers the confidence to create meaningful online learning experiences. Teachers have the skills to teach; they will see how to transfer those skills to the online classroom and it is not about the technology.
Concepts Differentiation
Module 5 Using technology tools for teaching online Length of Module 2 hours, 30 minutes – 3 hours
Syllabus
  • Overview of technology tools
  • The role of the VLE/LMS
  • The role of technology tools
  • Synchronous tools
  • Asynchronous tools
  • Selecting and adopting technology tools
  • Mass online tutoring systems (e.g. Udacity and Coursera)
 Standards and Level Expectations Addressed in this module TOS-E: Digital Citizenship.

– The online teacher models, guides, and encourages legal, ethical, and safe behavior related to technology use.
Inquiry Questions (Engaging- Debatable): Setting boundaries is critical when managing students in the online classroom as well as controlling your own homework environment. Is online teaching difficult?

What is the biggest challenge in online teaching?
Reflection. Online learning does not have to be a pale imitation of “real” in-person learning. It is a completely new way of interacting with learners. What if instead of a boring, predictable series of discussion question posts and assignments, your online courses were a dynamic journey that surprises and engages learners? This training will give teachers the confidence to create meaningful online learning experiences. Teachers have the skills to teach; they will see how to transfer those skills to the online classroom and it is not about the technology.
Concepts E-Learning
Module 6 Designing and developing your online course Length of Module 2 hours, 30 minutes – 3 hours
Syllabus
  • Introduction to studying online
  • Diagnostic: What type of learner are you?
  • Motivation: What affects motivation?
  • The importance of time management
  • Creating an effective study environment
  • Strategies for success
 Standards and Level Expectations Addressed in this module TOS-E: Digital Citizenship.

– The online teacher models, guides, and encourages legal, ethical, and safe behavior to technology use.

TOS-H: Instructional Design.

– The online teacher curates and creates instructional materials, tools, strategies, and resources to engage all learners and ensure achievement of academic goals.
Inquiry Questions (Engaging- Debatable): Setting boundaries is critical when managing students in the online classroom as well as controlling your own homework environment. Is online teaching difficult?

What is the biggest challenge in online teaching?
Reflection. Online learning does not have to be a pale imitation of “real” in-person learning. It is a completely new way of interacting with learners. What if instead of a boring, predictable series of discussion question posts and assignments, your online courses were a dynamic journey that surprises and engages learners? This training will give teachers the confidence to create meaningful online learning experiences. Teachers have the skills to teach; they will see how to transfer those skills to the online classroom and it is not about the technology.
Concepts Content Development